МЕТОДИЧНІ РЕКОМЕНДАЦІЇ НАУКОВО-ПЕДАГОГІЧНИМ ПРАЦІВНИКАМ МЕДИЧНИХ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ ЩОДО ФОРМУВАННЯ ПРОФЕСІЙНО-ЕТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ЛІКАРІВ

Abstract

The article presents methodical recommendations for scientific and pedagogical professionals of higher medical educational institutions on the formation future doctors’ professional and ethical competence by introducing technology developed by the author. This technology implies a systematic impact on all components of the pedagogical process (target, content, activity, result and resource) during three phases. The first initial (propaedeutic) stage covers the first two years of study and involves the students learning the key concepts of professional ethics during their classroom, extracurricular and practical activities. They also are encouraged to develop a positive attitude to medical activities, moral and ethical perceptions about medical activity in the historical retrospective. During this period there should be provided a favourable functioning for the formation of the professional and ethical competence of an educational university environment. The second stage is the cognitive-search one. It covers the 3rd – 4th years of study and involves the formation of future doctors’ skills and abilities to use the acquired knowledge to solve professional and ethical problems in professional activities, as well as the development of the ability to keep to moral and ethical principles in medical practice. The third stage is the basic (determinative) one. It covers the 5th – 6th years of future doctors’ training and provides the consolidation of professional and ethical skills and the further development of motivation for their professional activity, taking into account the professional ethical principles of medical care; stimulation of student’s independent research work; the introduction of a training program and professional creative tasks simulating the application of medical ethics.The author emphasizes the importance to formulate the goals and objectives of the professional and ethical competence formation at the initial stage, taking into account the taxonomy of goals and professional functions that will be performed by future physicians during their professional activities; selection and structuring of the content of the human sciences in accordance with the value orientations of the social and communicative interaction of future doctors with patients; providing value-motivational orientation of students to study the actual problems of professional ethics in modern medicine, etc. During the cognitive-search stage it is recommended to apply innovative forms and methods of teaching to master the skills and knowledge of professional and ethical behavior; to simulate classes simulating professional activity on the basis of information-communication technologies application; to establish the subject-subjective interaction between students and teachers in order to imply professional and ethical conduct in their future professional activities; to provide the management of students’ independent educational and cognitive work, etc. At the basic stage, the simulation of the content of the classes is important. It should be carried out on the basis of the interdisciplinary approach simulating the situation of the medical ethics application; use of educational technologies aimed at satisfying the students’ individual educational needs, their self-development and self-improvement; management of students’ independent research work; introduction of a special elective course for profound learning of the professional ethical norms, etc.